This highly praised text takes a categorical approach to covering the opportunities and challenges in creating inclusive classrooms for all students. IEP coverage, new material on Response to Intervention, chapters on both elementary and secondary classrooms as well as new features on differentiating instruction in both elementary and secondary classrooms provide the most coverage in the field of the instructional processes general education teachers will need to know to address the needs of all learners.

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From the Back Cover:

The thoroughly revised sixth edition of Teaching Students with Special Needs in Inclusive Settings takes a categorical approach to covering the opportunities and challenges in creating inclusive classrooms for all students. IEP coverage, new material on Response to Intervention, chapters on both elementary and secondary classrooms as well as new features on differentiating instruction in both elementary and secondary classrooms provide the most coverage in the field of the instructional processes general education teachers will need to know.

Categorically organized chapters give you the tools you need to differentiate instruction for students with disabilities in inclusive classrooms so you can provide instruction that helps all students succeed.

New! Characteristics and Implications:These chapter elements clarify the characteristics of each disability category and pinpoint instructional implications teachers need to be aware of.

Beautifully organized, streamlined chapters bring you into the classroom with a focus on real students.

Chapter opening vignettes introduce you to individual students with special needs.

Selected IEP Goals and Objectives features in every chapter return to the opening vignette’s student to help you better understand the IEP process, one student at a time.

Tips for Adapting a Lesson features in each chapter revisit the vignette student, providing you with additional practice in differentiating instruction based on individual needs.

Insightful, research-driven chapters provide insight into the role of the general education teacher in an inclusive classroom.

Rights and Responsibilities: These features examine legal cases and issues that impact the instructional process for students with special needs.

Personal Spotlights: Features in every chapter profile real teachers, parents of children with special needs, and students with special needs themselves, letting readers connect chapter content with real life situations and providing insight into the multifaceted experiences of people most affected by the challenges of inclusion.

About the Author:

Tom E. C. Smith is currently Dean of the College of Education and Health Professions, and University Professor of Special Education at the University of Arkansas. He has been on the faculties of the University of Arkansas at Little Rock, University of Alabama at Birmingham, and the University of Arkansas for Medical Sciences. Prior to receiving his Ed. D. from Texas Tech University, he taught children with intellectual disabilities, learning disabilities, and autism at the elementary and secondary levels. President Clinton appointed him to three terms on the President’s Committee on Mental Retardation. He has served as the Executive Director of the Division on Autism and Developmental Disabilities of the Council for Exceptional Children since 1996. His current professional interests focus on teacher education and legal issues and special education.

Edward A. Polloway is the Rosel H. Schewel Professor of Education and Human Development at Lynchburg College in Virginia, where he has taught since 1976. He also serves as Vice President for Community Advancement and Dean of Graduate Studies. He received his doctoral degree from the University of Virginia and his undergraduate degree from Dickinson College in Pennsylvania. He has served twice as president of the Division on Mental Retardation and Developmental Disabilities of the Council for Exceptional Children and also on the board of directors of the Council for Learning Disabilities. He also served on the committee that developed the 1992 definition of mental retardation for the American Association on Intellectual Disabilities. He is the author of 20 books and over 100 articles n the field of special education with primary interests in the areas of learning disabilities and intellectual disabilities.

James R. Patton is an Educational Consultant and Adjunct Associate Professor at the University of Texas at Austin. He received his Ed. D. from the University of Virginia. He is a former high school biology teacher and elementary-level special education resource teacher. He has also taught students who were gifted and those who were gifted/learning disabled. His professional interests include transition, life skills instruction, adult issues related to individuals with special needs, behavior intervention planning, and classroom accommodations. He has served on national boards of the Division on Developmental Disabilities, the Council for Learning Disabilities, and the National Joint Committee on Learning Disabilities.

Carol A. Dowdy is Professor Emerita of Special Education at the University of Alabama at Birmingham, where she has taught since receiving her Ed. D. degree from the University of Alabama, Tuscaloosa . She has written eight books on special education and published 34 articles on learning disabilities. She has served on the national board of the Council for Learning Disabilities and the Professional Advisory Board for the Learning Disabilities Association of America, and she has worked closely with the federal department of Vocational Rehabilitation to assist in their efforts to better serve adults with learning disabilities.

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